Childminder

Childminder

Unique reference number (URN): 507258 Registered with Ofsted: 29/04/1999 Registers: EYR, CCR, VCR

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Behaviour, attitudes and establishing routines Strong standard

The setting is harmonious and extremely respectful for all. Children benefit from well- embedded routines and high expectations. This is built through consistency, modelling and involving children. New children settle in quickly because of this. Children who have attended the setting for a while welcome new children with open arms. Children's behaviour is exemplary. They are kind and caring. The childminder is a nurturing role model through positive language and care to others. There is a trusting and deep bond between the childminder and families, and they see each other as family. Children feel safe in the setting. They create deep friendships and trust.

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Behaviour, attitudes and establishing routines Strong standard

Children play alongside each other in harmony and cooperate beautifully. They focus on their play and games. Children cooperate with each other during a memory game with the childminder. The childminder gives praise to children to enhance their experiences. Therefore, children have consistent and positive interactions towards each other. The childminder shares her expectations age appropriately and uses visuals to help new children settle in, especially those children who attend more than one setting. Children therefore have an understanding of their day, which helps them to regulate their emotions. The childminder works alongside families to address any barriers to attendance. She ensures that all barriers are removed for families through evidence-led action by addressing the root causes.

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Children's welfare and wellbeing Strong standard

The childminder prioritises the wellbeing of the children at the setting. She thinks about children's needs and creates very caring bonds with children. Children are able to express their needs to the childminder and tell her when they are feeling unhappy or tired. Equally, the childminder anticipates their needs, as she is attuned to children. She is highly responsive to their needs. Children comment that they love to play and feel happy in the setting. The childminder's knowledge of each child is thorough and comprehensive.

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Children's welfare and wellbeing Strong standard

The childminder creates and regularly reviews policies to ensure the welfare of children is always a top priority. She shares these with parents and carers to ensure a mutual understanding for all. The childminder encourages children to make their own choices at lunchtime while talking about healthy choices and exercise. They also talk about keeping themselves safe when discussing choking and cut up food. This is embedded through long- lasting habits and well-structured routines.

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Children's welfare and wellbeing Strong standard

Children have impeccable manners and social skills, which they learn from the childminder being an exceptional role model. They have a very positive relationship with the childminder and look up to her with adoration.

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Achievement Expected standard

All children who attend this setting make clear progress from their starting points. They progress through a varied curriculum. Children gain vital foundation skills needed to succeed and be prepared for the next stages in their development. Children with special educational needs and/or disabilities make progress at their own pace from their starting points. Children are resilient and enjoy new challenges.

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Achievement Expected standard

Children benefit from a focus on their communication and language. They have opportunities to discuss their day. Children talk at the table about their lunch choices and their favourite fruits as well as what they are going to play with. They develop listening and attention skills, allowing them to hold meaningful conversations. They also enjoy excitedly talking about what they like to do best while at the childminder's house.

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Achievement Expected standard

Children play alongside each other in periods of uninterrupted play. They introduce narratives of ice-cream shops and serve each other ice cream. They pretend to be birds and fly around the room and laugh together as they fly home to mummy owl. They display kindness and patience in their play towards each other. Children engage in exciting conversations with each other about the egg basket on display, and what they might see on the walk to school.

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Curriculum and teaching Expected standard

The curriculum is well planned and well sequenced. The childminder has an understanding of what she wants the children to learn. She offers a wide range of resources and experiences. The childminder assesses children weekly and tracks their progress. She regularly updates children's targets to support their progress.

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Curriculum and teaching Expected standard

The childminder adapts the curriculum for all children, including those with special educational needs and/or disabilities. She also works alongside professionals to ensure that each child has specific individual targets. The childminder knows the targets for each child, which are evident in the setting. She works alongside the local primary school. This helps children to be school ready and ensures a smooth transition for these children.

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Curriculum and teaching Expected standard

Children benefit from interactions and teachings with the childminder. The childminder teaches children new vocabulary and provides explanations to deepen their understanding. Children are exposed to experiences through their play. The childminder promotes independence, allowing the children to have autonomy. She teaches mathematics in small activities and also embeds this area into the daily routine. This allows for the children to practise their skills further. Children receive encouragement to explore their emotions through play and discussions. They have access to green spaces, including climbing frames and slides and daily walks, to practise their physical skills.

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Inclusion Expected standard

The childminder provides an inclusive environment for all children. This is due to her knowledge of how to support children with special educational needs and/or disabilities. The childminder identifies children's individual needs and addresses these swiftly. She puts support in place for those children who need it. The childminder makes adaptations to the curriculum, such as through purchasing resources and equipment.

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Inclusion Expected standard

The childminder also accesses training specific to children. She uses an approach of assess, plan, do and review across her setting for all children. The childminder works well alongside agencies and families to gain support for children. She embeds support into the setting through support plans for children. The childminder reviews these regularly with parents and carers to ensure children's progress.

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Inclusion Expected standard

Children are offered a range of experiences to meet their needs, including through sensory play. The childminder has an understanding of the impact of funding for those children who need extra support. She has previously used funding on equipment and resources to meet children's individual needs, including those who are disadvantaged. The childminder also understands her role in supporting those children who are known to social care.

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Leadership and governance Expected standard

The childminder has the best interests of children in mind. She accesses some training and professional development to ensure that all barriers are reduced for children, including for those with special educational needs and/or disabilities. The passionate and dedicated childminder understands her roles and responsibilities. She completes ongoing development to improve her offer for the setting. The childminder keeps up to date with her mandatory training, including safeguarding and first aid.

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Leadership and governance Expected standard

The childminder manages her setting wellbeing through engaging with childminders in her area and has a support network. She also works alongside a local nursery to support in local area issues. The childminder also has extremely positive relationship with parents and carers and professionals. This ensures that children get the best possible experience with the childminder. The childminder has an oversight of the provision, which is well resourced and managed well.

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Leadership and governance Expected standard

The childminder is always looking for improvements. For example, she is working on Makaton training, which she feels will improve her offering further for future children. However, the childminder has not consistently focused her professional development to enhance her skills and knowledge further and also to support the continual improvement of the setting.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children who attend this setting thrive in this loving and caring environment. They have an enjoyment for learning through age-appropriate activities. The childminder supports children through meaningful interactions at every point of the day. She provides a carefully planned curriculum that allows for children to develop independence and confidence. Children are therefore suitably prepared for the next steps in their education. All children make progress from their starting points.

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About this setting

Register(s): EYR, CCR, VCR Children play cooperatively alongside each other with care and kindness. They build positive relationships with their peers and build lasting friendships. Children engage in periods of imaginative play using their topic of birds to act out stories such as 'Owl Babies'. The childminder plans topics for children to teach new vocabulary and skills. Children learn about a flamingo and act out being a flamingo, balancing on one leg, giggling as they do so.

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About this setting

The childminder builds positive relationships with children and their families. Children are well cared for, which allows them to thrive and feel valued. Parents and carers speak extremely highly of the childminder and say they see her like a family member. They comment that the childminder always goes above and beyond, providing highly tailored support for children.

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Next steps

The childminder should focus and complete future professional development to enhance her skills and knowledge further, especially around supporting the children currently in her setting.

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About this inspection

The inspector spoke with the childminder, parents and carers and children during the inspection.

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About this inspection

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage. Operating hours: Monday,Tuesday,Wednesday : 12:00 - 17:00

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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